Stage 1 Subject Selection 2012web.samaritan.catholic.edu.au/content/curriculum/stage 1...

Stage 1

(Year 11)

Subject Selection Information

Booklet

2012

Introduction

Subjects - 2012

This booklet contains all the subjects we intend to at Samaritan College at Stage 1 (Year 11) in 2012.

Some subjects are not currently run in 2011 but may be offered in 2012 if student numbers are sufficient (for example,

Tourism and Economics).

All subjects, however, are dependent on securing suitably qualified staff to teach the subject. The list in this booklet is

what the College intends to offer in 2012.

Our booklet makes comment about how Samaritan College intends to deliver Stage 1 in 2012. This may be different at

other schools.

Choosing your subjects

This booklet is only one of the many methods that students and their parents should use to choose subjects for 2012.

The teacher of the subject is the best source of information and the information in this booklet is designed to

complement any advice from the teacher.

Our booklet should be read in conjunction with the SATAC Tertiary Entrance Guide (the small purple booklet). What

you choose now may impact on what you can do in 2013 and beyond.

It is important that you refer to the Stage 2 information at the rear of the booklet. There are some subjects at Stage 2

that require you to study them at Stage 1.

Good Luck.

Contents

Accounting, 3

Visual Arts – Art, 4

Biology, 5

Business and Enterprise, 6

Chemistry, 7

Child Studies, 9

Community Studies, 10, 11

Dance, 12

Design and Technology, 13

Doorways 2 Construction, 14

Drama, 15

Economics, 16

English, 18

Food and Hospitality, 19

Geography, 20

History, 21

Information Processing and Publishing, 22

Information Technology, 23

Italian Continuers, 24

Japanese Continuers, 24

Kitchen Operations (VET), 25

Legal Studies, 26

Literacy for Work and Community Life, 27

Mathematical Applications, 28

Mathematics (Mathematical Studies, Methods and Specialist Mathematics), 29

Mathematics Pathways (Business or Industry), 30

Music Experience, 31

Numeracy for Work and Community Life, 32

Outdoor Education, 33

Physical Education, 34

Physics, 35

Psychology, 36

Religion Studies, 38

Religion Studies (Liturgical), 37

Scientific Studies, 39

Society and Culture, 40

Systems and Control Products 1 (Electronics), 17

Tourism, 41

Workplace Practices, 42

FAQs and Special Advice:, 43

Accounting

Stage 1

General information: Stage 1 Accounting is suitable for students who want to acquire knowledge and skills related to the

accounting process for personal, organisational and business application of small businesses. It will enable students to

participate effectively and responsibly in changing social, political legal and economic environments.

Content:

Core Topic: The environment of accounting

Option Topics: Personal Financial Management

Business Documents

Keeping Cash Records

Double-entry Recording

Financial Reports

Analysis and Interpretation of Financial Reports

Teacher Developed Topics

Assessments: at Stage 1 is school based. Students demonstrate evidence of their learning through

the following assessment types:

� Skills and Application Tasks

� Investigation

Special Information: Students have to complete a 2 hour exam.

Prerequisites: Nil

Preferred prerequisites: An interest in business related issues is preferred, but not essential.

Visual Arts – Art

Visual Art - Design

Stage 1

General information: In Visual Arts students express ideas through practical work using drawings, sketches, diagrams,

models, prototypes, photographs and/or audio visual techniques leading to resolved pieces. Students also research,

understand and reflect upon visual art works in their cultural and historical contexts.

Content: There are two versions or ‘Art’ you can choose:

� Visual Arts - Art includes both artistic and crafting methods and outcomes, including the development of ideas,

research, analysis and experimentation with media and techniques, resolution and production.

� Visual Arts - Design includes graphic and communication design, environmental design and product design. It

emphasises defining the problem, problem solving approaches, the generation of solutions and/or concepts and the

skills to communicate resolutions.

Assessments: This subject is divided into 3 areas for assessment:

Assessment Type 1: Folio (40%)

Produce one folio that documents their visual learning. The folio should include visual, practical, written, and/or oral

forms of evidence. Written evidence may include, notes, annotations or a structured essay.

Assessment Type 2: Practical (30%)

Produce 1 – 3 practicals, one of which must be a resolved work. Art practicals may take a variety of forms, including

film, animation, digital imaging, painting, drawing, sculpture and ceramics. Students prepare a written practitioner’s

statement for one resolved practical.

Assessment Type 3: Visual Study (30%)

Explore or experiment with an idea, concept, material, technique or technology. Findings can be presented in a variety

of forms, such as a visual diary or digital recording, and are supported with written or oral comments.

Special Information: No exam. It is highly recommended that students wishing to complete Stage 2 Art or Design

complete a semester of Stage 1 Art or Design.

Prerequisites: Nil, although some form of art in the junior years would be highly beneficial.

Biology

Stage 1

General information: Biology enables students to understand the structure and function of living things and how

these living things interact with other members of their own species, with other species, and with their environments.

You learn about the cellular and overall structures and functions of a range of organisms, such as how those organisms

gain nutrition and reproduce and how they live in a variety of ecological habitats. You engage with the work of biologists

and debate how biology impacts on our lives, society, and the environment.

Content: 4 Areas of Study:

Cellular Biology - All living organisms are composed of cells and cell products. Some organisms are unicellular, while

others are multicellular and contain many different types of cells. Physiology – The study of the structure and function

of living organisms. In most organisms, cells are aggregated into tissues and organs, forming complex systems. These

systems carry out specialised functions such as photosynthesis, digestion, and transport.

Genetics – The study of heredity, dealing with resemblances and differences of related organisms resulting from

the interaction of their genes and the environment. We also look at chromosomes, division, and the effects of

manipulation of DNA. Ecology – The study of the interactions of organisms with each other and the abiotic

environment.

Assessments:

Assessment Type 1: Investigations Folio (50%) - Practical Investigations and an Issues Investigation.

Practical Investigation - Students formulate hypotheses, design and conduct an investigation, identify variables, collect,

analyse, and interpret data, evaluate results, draw conclusions, and communicate their knowledge and understanding.

Issues Investigation - Students undertake at least one issues investigation, in which they formulate a question, gather

information from different sources, identify and discuss different points of view, analyse their findings, critically evaluate

the evidence, and develop and explain their own conclusions from the investigation.

Assessment Type 2: Skills and Applications Tasks (50%) - Tests, Exam, Oral Presentation or Excursion Report

Skills and applications tasks enable students to demonstrate knowledge and understanding of the key biological

concepts and learning covered in the program, and to apply this knowledge to solve problems. Students use

appropriate biological terms and conventions to explain links between biological concepts.

Prerequisites: none

Preferred prerequisites: Whilst there is a practical component to this subject, students need to be prepared to write

essays up to 800 words several times in the year, including a 2 hour exam at the end of each semester.

Business and Enterprise

Stage 1

General information: Students have the opportunity to apply what they learn in other subject areas to their study of

Business and Enterprise, as well as transfer their knowledge and skills they acquire in Business and Enterprise to their

learning in other areas. Students develop skills and knowledge that enable them to identify, initiate, create, and

successfully implement personal, business, work and community enterprise opportunities.

Content:

� Core Topic 1: Introduction to Business and Enterprise

� Core Topic 2: Business and Enterprise in Practice

� Option Topics:

Establishing a Business

Business Plans

Business Management and Construction

Financial Planning and Management

Technology for Business

Marketing

Employment Relations

Entrepreneurship: The Enterprising Person

Global Business

Assessments:

• Assessment Type 1: Folio (tests, response to stimuli, essays)

• Assessment Type 2: Practical

• Assessment Type 3: Issues Study (presentation negotiable)

Students provide evidence of their learning through four or five assessments, with at least one assessment from each

assessment type. Each assessment type has a weighting of at least 20%. This subject has a 2 hour exam.

Prerequisites: None

Preferred prerequisites: An interest in business related issues is preferred, but not essential.

Chemistry

Stage 1

General information: Students develop their abilities to think independently and demonstrate their understanding of

chemical concepts. Students will improve their practical skills by designing their own experiment. They formulate a

hypothesis, manipulate apparatus, record observations and write scientific reports.

Content

Semester 1

� Matters – includes particles, bonding, periodictable, molecular shapes

� Reactions – includes chemical changes, combustion, acids and bases, pH

Semester 2

� Reactions – includes redox, metal reactivity

� Chemical calculations – includes mole concept

� Carbon chemistry – includes types of formulae

� Manipulative skills includes experimental design

Assessments:

� 1 Design practical and report (20%)

� 1 Issues Investigation (20%)

� Skills and Applications Tasks – tests at the end of

each Chapter, assignments, exam (60% overall)

� An exam is held at the end of each semester

Prerequisites: Year 10 Science

Preferred prerequisites: At least a C in Year 10

Science; interest in Chemistry; inquisitive nature

Child Studies

Stage 1

General information: Child Studies focuses on children and their development from conception to 8 years and issues

related to the growth, health and well-being of children. Students have the opportunity to develop knowledge and

understanding of young children through individual, collaborative, and practical learning. They explore concepts such as

the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of

parents and caregivers. They also consider the importance of behaviour management, child nutrition, and the health

and well-being of children.

Content: There are three areas of study in Stage 1 Child Studies. Aspects of all three areas of study should be included

in both a 10-credit subject and a 20-credit subject. Each area of study may be approached through one or more topics.

The list of suggested topics for each area of study is neither prescriptive nor exhaustive. Teachers and students may

negotiate additional topics within one or more areas of study.

� Area of Study 1: The Nature of Childhood and the Socialisation and Development of Children

� Area of Study 2: Children in Wider Society

� Area of Study 3: Children, Rights, and Safety

Assessments: The following assessment types enable students to demonstrate their learning in Stage 1 Child Studies:

• Assessment Type 1: Practical Activity

• Assessment Type 2: Group Activity

• Assessment Type 3: Investigation.

Prerequisites: None

Preferred prerequisites: No previous experience in Child Studies is needed at Stage 1, but students need to be prepared to

work with young children.

Note:

Whilst there is a practical component to this subject, students need to be prepared to write reports and essays of up to 400-

600 words several times in the year.

Community Studies

Stage 1

General information: Community Studies is a Flexible Learning Program that allows students to undertake independent

projects, or for activities that are undertaken within the community to be acknowledged through their Certificate of

Education. The learning the student wishes to undertake is outlined through a Contract of Work, and successful completion

of this subject requires all aspects of learning outlined within the Contract to be demonstrated through a Folio of Evidence.

Content: Students can complete either a 10 or 20 Credit Contract of Work in each of the following areas:

� Arts and the Community � Business and the Community

� Communication and the Community � Design, Construction, and the Community

� Environment and the Community � Foods and the Community

� Health, Recreation, and the Community � Science and the Community

� Technology and the Community � Work and the Community

As part of their program of learning, students may undertake a Community Activity that applies to more than one area of

study. The area of study chosen should reflect the primary focus or emphasis of the activity.

Assessments: Students are assessed on the following 4 components within this subject:

� Contract of Work

� Folio

� Community Activity

� Reflection

Students are assessed from A-E within each of the above components. Learning is demonstrated by the compilation of the

above components within their Folio of Evidence.

Special Information: Students may undertake Community Projects which may incur a cost to parents. Such projects may

include designing a specialised training program which requires membership at a local gym. There are many options for

Community Projects which will not incur a cost.

Prerequisites: There are no pre-requisites for this subject.

Preferred prerequisites: Students must be able to demonstrate skills in negotiation and independent learning to achieve at

a high standard within this subject. Successful completion of the PLP may enable students to better determine an

appropriate Community Activity which best compliments their learning style.

Dance

Stage 1

General information: In Dance students develop a creative, technical and physical understanding of Dance as an art form.

They develop self-discipline, self-esteem, and confidence. Through dance training, students develop their technical and

physical skills, and develop a diverse range of movement. Students study technique, composition, choreography,

performance, and critical analysis. Through the analysis of dance theatre students learn about local and international dance

artists. They have the opportunity to explore a range of dance traditions, influences, and perspectives.

Content: It consists of 4 areas of study; technique, composition, performance, and response.

Assessments:

Technique – 25%

� Students to participate in a sequence of teacher-choreographed routines each requiring different skills and techniques.

Composition – 25%

� Students to work as a group to compose a number of short routines demonstrating their personal skills and techniques.

Performance – 25%

� Students to give an extended focused performance to an audience.

Response – 25%

� Students to formulate an essay question and answer it appropriately, analysing a historical perspective or a

contemporary issue in dance.

Special Information: Excursion to Adelaide during festival month to see dance performances of different styles (time

permitted). Rehearsals outside of class time may be required. No written examinations.

Prerequisites: None

Preferred prerequisites: None

Design and Technology

Stage 1

General information: Design and Technology involves the use of a diverse range of manufacturing technologies such as

tools, machines, equipment, and/or systems to design and make products with timber and timber products. Timber and

timber products are the primary materials used in this subject

Content: Students design and create products or systems that meet a design brief, and develop the knowledge and skills

associated with using different processes and production techniques. They combine their designing and creating skills with

knowledge and understanding of materials, information, and equipment to make high-quality products or systems for

intended purposes. They analyse the impact of technological practices, products, or systems on individuals, society, and/or

the environment now, and develop insights into the uses of technology in future contexts.

Assessments: The following assessment types enable students to demonstrate their learning:

� Assessment Type 1: Skills and Applications Tasks 20%

� Assessment Type 2: Folio 20%

� Assessment Type 3: Product realisation 60%

Preferred prerequisites: Completion of at least year 10 Technology Studies would be beneficial for a satisfactory

completion of this subject.

Special Information:

� Students may occasionally need to work after school on Tuesdays 3.30pm until 5.00pm in order to complete their

product

� Materials for the student’s major project are at an additional cost to College fees

� Students will negotiate an individual design and construction project with the teacher

Doorways 2 Construction

Stage 1

General information: Students work towards completing a Certificate I in General Construction through TAFESA. Students

work on site at a local Housing Trust home each Friday and complete theory lessons during the week. Students undertaking

this course should be keen on securing work in the construction industry in the very near future. Professional builders and

Samaritan teachers deliver this course.

Content: Students work toward completing the following units of competency:

Follow health, safety and security policies and procedures BCGCM1001B

Work effectively in the general construction industry BCGCM1002B

Plan and organise work BCGCM1003B

Conduct workplace communication BCGCM1005B

Carry out measurements and calculations BCGCM1005B

Read and interpret plans and specifications BCGCM2001B

Apply basic levelling procedures BCGCM2006B

Handle construction materials BCGVE1001B

Undertake a basic construction project BCGVE1002B

Provide information for clients BSBCMN209A

Prerequisites: None

Preferred prerequisites: A strong interest in working in the construction industry.


� Entry to this course is through a special application form and interview

� Successful students adhere to workplace rules and regulations including a strict policy on attendance and lateness

� Students from Edward John Eyre High School are also part of this program

� Students ‘drop’ a subject from the regular year 11 program in lieu of doing this course

� Successful completion of this course can result in up to 55 SACE credits – the equivalent of over 2 full year subjects.

Drama

Stage 1

General information: In Drama students participate in the planning, rehearsal, and performance of dramatic work.

Students participate in creative problem solving; they generate, analyse and evaluate ideas. They develop personal

interpretations of texts. Students develop their curiosity, imagination, creativity, individuality, self-identity, self-esteem, and

confidence.

Content: Students will focus on Presentation of Dramatic Works, Dramatic Theory and Practice, and Individual Investigation

and Presentation.

Assessments:

Performance – 30%

� Students to participate in a group performance

Folio – 40%

� 1 Practical Workshop

� 1 Review

Investigation and Presentation – 30%

� Students to investigate an area of interest within the history of drama and give a presentation


� Excursion to Adelaide during festival month to see multiple plays and performances of different styles (time permitted)

� No written examinations

Prerequisites: None

Preferred prerequisites: Studying Drama at Year 10 is helpful but not compulsory

Economics

Stage 1

General information:

Students of Economics define, research, analyse, evaluate, and apply economic models that are expressed in graphical

and/or diagrammatic form. They make forecasts about economic change and evaluate issues for individuals and groups in

local, national, and global settings. They learn how some of these issues affect their lives and how they can use the

knowledge and skills of economics to inform their participation in society. The study of Economics helps students make

better choices as consumers of goods and services, as contributors to the economy, and as well-informed citizens.

Content:

3 Topics are studied per semester (below are just some examples):

� The Economic Problem (i.e. meeting the unlimited needs and want of society with limited resources)

� Economic Systems (i.e what to produce, how to produce, and who to produce for)

� The Market Economy (i.e how are prices set and why do they change)

� Government Involvement in the Economy ( e.g. taxes, interest rates, subsidies)

� Circular Flow of Income (Income is consumed, becoming income for someone else who then consumes it……)

� Economic Thinkers

� Trade (i.e. exports, imports, tariffs, ‘free’ trade)

� Employment and Unemployment

Assessments:

• Assessment Type 1: Folio (tests, response to stimuli, essays)

• Assessment Type 2: Skills and Applications Tasks (essays, case studies, media analysis)

• Assessment Type 3: Issues Study (presentation negotiable)

Students provide evidence of their learning through four or five assessments per semester, with at least one assessment

from each assessment type. Each assessment type should have a weighting of at least 20%.

Prerequisites: None

Preferred prerequisites: Enjoyed SOSE/Commerce

Systems and Control Products 1 (Electronics)

Stage 1

General Information: In this subject, students apply their knowledge and understanding of technological concepts to

the investigation, analysis, development, and communication of ideas for product or systems design, production, and

evaluation. This involves a model of learning that incorporates knowledge, skills, design principles, and production

techniques in problem-solving contexts.

Content: Integrated Systems and Control products include the following;

� Electrical systems

� Electronic systems

� Mechanical systems

� Energy

� Programmable control devices

Assessments: There is no examination, however, there are a few short tests and assignments during the course.

Assessment comes in three different forms and the weight of each component is as shown below.

� Assessment Type 1: Skills and Applications Tasks- 20%

� Assessment Type 2: Folio-20%

� Assessment Type 3: Product-60%

Special Information: Students need to be prepared to source their own components from the local electronics shops,

in order to complete certain projects. This will happen only when the component(s) chosen by the student to complete

a chosen project is/are not available in the school laboratory and in most cases, the component(s) will cost only a few

dollars.

Preferred Prerequisites: There are no prerequisites, however, students are preferred to have studied Electronics at

Year 8, or Year 9, or Year 10, or have some other basic knowledge of the subject. The programme is designed to cater

for students with varying background knowledge of Electronics.

NB. Whilst the practical component to this subject takes the bigger share in all respects, students need to be prepared to

for some theory lessons and to write some essays on various topics that are related to their programme of study.

English

Stage 1

General information:

The study of English can be broken up into two basic areas: reading and responding to texts; and producing texts. This is

evident in everyday life and in academic study, the differing factor is the text (any form of communication). Students must

complete two units of Stage 1 English (or Literacy for Work and Community Life).

Content:

In Semester 1 students study a novel and a film (of the teacher’s choosing), considering the purpose of the texts, the

context as well as the messages and form. Students will create texts (often they produce a text in line with the Heywire

competition) and also study the function and power of language and how language is used to influence reader’s views of

the world. In Semester 2 classes split into pre-Studies and pre-Communications to better prepare students for specific

English courses in Year 12. Below is a rough outline for the two courses in Semester 2.

pre-Studies pre-Communications

Shakespeare Shakespeare

Poetry Advertising (including the Connected Text study)

Connected Text study Exposition and Narrative writing

� Whilst all English students study Macbeth and engage in the Connected Test study there are vast differences between

the pre-Studies and pre-Communications approach.

Assessments: Four to five assessment tasks are completed each semester. These may vary from oral presentations,

multimedia reports, essays, narratives. There is an exam at the end of each semester.

Semester 1

Response to text (2 tasks) – 40%

Text Production (2 tasks) – 40%

Function and Power of Language – 20%

Semester 2

pre-Studies pre-Communications

Response to text (2 tasks) – 50% Response to text – 25%

Text Production – 20% Text Production (2 tasks) – 40%

Connected Text Essay- 30% Connected Text – 35%

Food and Hospitality

Stage 1

General information: Students focus on the dynamic nature of the food and hospitality industry and develop an

understanding of contemporary approaches and issues related to food and hospitality. Students develop skills in using

technology and safe work practices in the reparation, storage, and handling of food, and complying with current health and

safety legislation. They investigate and discuss contemporary food and hospitality issues and current management practices,

and explore concepts such as the legal and environmental aspects of food production, trends in food and hospitality,

consumer protection, and the nutritional impact of healthy eating.

Content: Students will focus on various topics including creative food presentation, the national legislation for businesses,

2-Course Meals, Safe food Practices, Cultural infusion, Food Adaptation and will also be given the opportunity cater for an

event or function.

Assessments: Assessment is broken into 3 types, assessment type 1:Practical activity, assessment type 2: collaborative

activity and assessment type 3: individual investigation. Each practical and group activity consists of an action plan or

research task, practical application and individual evaluation. The individual investigation is designed to prepare students

for the External Investigation Task at stage 2. The individual investigation requires students to identify, investigate and

reflect on a contemporary issue related to food and hospitality, using primary and secondary sources of information. Each

task has a minimum weighting of 20%

Special information: Food and Hospitality may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1. Food

and hospitality as a 10 credit subject consist of 4 assessments, with at least one assessment from each type and a 20 credit

subject 7-8 assessments, with at least two assessments for each type as stated above. This subject does not have an end of

semester examination. This subject does not offer nationally accredited Commercial Cookery units.

Prerequisites: This subject has no prerequisites, however basic kitchen knowledge is recommended.

Preferred prerequisites: It would be beneficial for students to have completed Home Economics and Food and Nutrition in

Years 8, 9 and 10, however it is not required.

Geography

Stage 1

General information: The discipline of Geography deals with environmental phenomena and human activities as diverse as

natural hazard, landforms, tourism, economic development, agriculture and urban planning. Through the study of

Geography, students develop an understanding of the spatial interrelationships of people, places, and environments. They

develop an understanding of how people interact with environments differently and in different places and at different

times, and the opportunities, challenges and constraints of different locations.

The focus capabilities for this subject are citizenship, learning, and work.

Content: Students study topics within four key themes:

� Location and distribution

� Natural Environments at risk

� People, Resources, and Development

� Issues for Geographers

Assessments: Students are assessed through a variety of tasks that cover:

� Skills and Applications Tasks

� Inquiry

� Fieldwork

� Investigation

Special Information: Students complete a two-hour examination at the end of each semester

Prerequisites: Nil

Preferred prerequisites: An interest in geographical issues is preferred, but not essential.

History

Stage 1

General information: In Stage 1 History, students explore some of the major events, conflicts and catastrophes that have

shaped the past and impact on the world we live in today. The will get the chance to not only explore some fascinating

aspects of modern history, but also question why these key events took place, who were the people involved and apply

their own understanding and interpretations to their study of the past.

Content: Students will explore topics including the Origins of the First World War, Witch hunts and Manhunts in the United

States, The Origins and Nature of the Second World War, and the Civil Rights Movement in America and its impact on

popular culture of the 1950s and 60s. These topics may be altered depending on the specific interests of the students

and/or the teacher.

Assessments: The Assessment includes Folio work, consisting of oral presentations, multimedia presentations and/or

essays, source analysis, an independent research assignment and an exam. Generally, there will be two folio assessments,

two source analysis tasks and an independent research assignment per semester.


� Students will be required to work independently, in pairs and in a group for various assessment tasks

� There is a two hour exam at the end of each semester

Prerequisites: There are no prerequisites for History, however, an interest in modern history is recommended.

Preferred prerequisites: It is recommended that students have undertaken Studies of Society and the Environment in Years

8, 9 and 10, however, it is not essential.

Information Processing and Publishing

Stage 1

General Information: Information Processing and Publishing focuses on the application of acquired technological skills

to provide creative solutions to text-based communication tasks. Students create both hard copy and electronic text-

based publications, and evaluate the development process. They use technology to design and implement information

processing solutions, and identify, choose, and use the appropriate computer hardware and software to process,

manage and communicate information in a range of contexts.

Content

Business Publishing: This topic involves the use of information-processing and publishing tools in a business context.

Business Publishing combines the use of software with the elements and principles of design and an understanding of

the processes and procedures involved in using information to produce business publications. Integral aspects of this

topic are publication design and the production of paper-based publications such as letters, business reports, agendas,

minutes of meetings, invitations, menus, advertisements, itineraries, business forms, and brochures.

Digital Publishing: This topic involves the development of products to be published in a digital format. Students who

undertake this topic develop skills in the creation, manipulation, storage, and use of digital media to solve publishing

problems in personal, community, or business contexts. Examples of materials in digital format include web-based pages

or sites, CD-ROM, and other non-linear or interactive forms of publications.

Assessment

Assessment Type 1: Practical Skills (50%)

Examples: Business flyer, restaurant menu, business webpage

Assessment Type 2: Product and Documentation (30%)

Examples: A fully functional website, a complete set of business documents

Assessment Type 3: Issues Analysis (20%)

Examples: Copyright, re-touched imagery, Internet addiction

Preferred Prerequisites

� Year 10 ICT

� General interest in ICT news and trends

� Good research and investigative skills

� Problem-solving skills

� An interest in ICT theory as well as practical ICT skills

Information Technology

Stage 1

General Information: Students develop and apply specialised skills and techniques in the use of software in a number

of information technology areas. They investigate existing information technology systems to discover their nature and

components. They develop a range of information technology skills and techniques while creating their own systems

that can be tested and evaluated. Students develop the ability to analyse and reflect on issues related to the increased

use of a dependence on computer-based systems in society, and the ethics associated with these issues.

Content

� Computer Systems

� Relational Databases

� Multimedia Programming

� Website Programming

Assessment

� Assessment Type 1: Folio (20%) Research tasks, ICT journal, computer systems quiz

� Assessment Type 2: Skills and Applications Tasks (55%) E.g. Database skills test, computer systems test.

� Assessment Type 3: Project (25%) E.g. a library lending relational database system

Preferred Prerequisites

� Year 10 ICT

� Sound knowledge of computer systems and ICT terminology

� General interest in ICT news and trends

� Good research and investigative skills

� Problem-solving skills

� An interest in ICT theory as well as practical ICT skills

Italian Continuers

Stage 1

General information: In Italian, students interact with others to share information, ideas, opinions and experiences. They

create texts in Italian to express information, ideas, feelings and opinions. They interpret texts to interpret meaning, and

examine relationships between language, culture, and identity, and reflect and relate these to their own cultural influences

and communication.

Content: Italian can be studied as a 10 or 20 credit subject. The topics and themes are chosen to promote meaningful

communication and enable students to extend their understanding of the interdependence of language, culture, and

identity.

Assessments:

� Interaction – Leisure Oral/Mediterranean Diet Presentation 25%

� Text Analysis – Migration/The Environment 25%

� Text Production – Tourism Plan/WWII Diary Entry 25%

� Investigation – Italian Home Cooking/Glorification of the Mafia 25%


� Italian camp to Adelaide (additional cost) – camp designed for students to focus on Italian migration to SA, using

language in ‘real’ situations, and traditional Italian cuisine

� One 2 hour exam for each semester studied

Prerequisites: In accordance with the SACE, continuers level languages are designed for students who have studied Italian

for 400 – 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge.

Preferred prerequisites: Studying Italian in Year 10 is highly recommended as at Stage 1 continuing students will already

know:Past Tense

� Present Tense

� Future Tense

� Conditional Tense

� Imperfect Tense

� Basic grammatical rules

Japanese Continuers

Stage 1

General information: In Japanese, students interact with others to share information, ideas, opinions and experiences.

They create texts in Japanese to express information, ideas, feelings and opinions. They interpret texts to interpret meaning,

and examine relationships between language, culture, and identity, and reflect and relate these to their own cultural

influences and communication.

Content: Japanese can be studied as a 10 or 20 credit subject. The topics and themes are chosen to promote meaningful

communication and enable students to extend their understanding of the interdependence of language, culture, and

identity.

Assessments:

� Interaction – Oral Presentation with Questions and Answers 25%

� Text Analysis – Reading Comprehension Task 25%

� Text Production – Extended Writing 25%

� Investigation – Teacher Directed Independent Study 25%


� Languages camp to Adelaide (additional cost) – camp designed for students to focus on Japanese migration to SA, using

language in ‘real’ situations, and traditional Japanese cuisine

� One 2 hour exam for each semester studied.

Prerequisites: In accordance with the SACE, continuers level languages are designed for students who have studied

Japanese for 400 – 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge.

Preferred prerequisites: Studying Japanese in Year 10 is highly recommended as at Stage 1 continuing students will already

know:

� Past Tense

� Present/future Tense

� Dictionary sentence form

� Casual sentence from

� Formal sentence form

� Basic grammatical rules

� Hiragana and Katakana scripts, and approximately 50 Kanji

Kitchen Operations (VET)

Stage 1

General Information: Students complete a range of nationally accredited Commercial Cookery units delivered by a

qualified chef in a commercial kitchen. To complete the units the students must spend time in workplaces in a

professional environment. The units delivered can lead to the student becoming a qualified chef.

Content: Units can include (these may change):

Prepare sandwiches Following health, safety and security

Use basic methods of cooking Following workplace hygiene procedures

Eggs and farinaceous dishes Clean and maintain kitchen

Poultry and game Presenting Food

Working with Colleagues and customers Prepare, cook and serve food

Develop and update hospitality knowledge Prepare appetisers and salads

Work in a socially diverse environment

Assessment: Students need to show they are competent in each aspect of the units they undertake. This is normally

done through practical assessments but students are also required to prepare recipes, menus and other items that may

require research and written work. Students are assessed by a qualified assessor and can be assessed while on

workplacement.


� Being a VET qualification, students will be required to work out of school hours at various workplaces which

includes the College’s Restaurant and local hotels and restaurants

� Students need to have a genuine interest in cookery and would consider a career as a chef

� Students’ SACE units are based on how many units of competency they achieve from the Cert II package of

Commercial Cookery

� Students need to complete and pass at least 140 hours in order to gain 20 SACE credits (equivalent of one regular

subject) at Stage 1 level

� This subject does not contribute to the students ATAR in Year 12 and therefore does not contribute to university

entry

Preferred Prerequisites: nil

Legal Studies

Stage 1

General information: In this subject students develop an understanding of their rights and responsibilities as Australian

and global citizens, and helps them to understand how the Australian legal system operates. Through examining case

studies and observing the law in action, students also gain an appreciation of the system’s strengths and weaknesses and

are able to suggest recommendations for change.

Content

� Law and Society (compulsory topic)

� As a class we will decide on the other topics to be covered. Options include Sport and the Law; Technology and the

Law; Motorists and the Law; Relationships and the Law; Animals and the Law

Assessments:

There are 5 SACE assignments per semester

Assessment Type 1: Folio - Tasks in this component include:

� Court report (a reflection on our visit to the Adelaide Magistrates Court on camp)

� Legal advice (students assume the role of a lawyer and give legal advice to a “client”)

Assessment Type 2: Issues Study

� Students research a legal issue of their choice (eg: should prostitution be a crime) and present their findings in a format

negotiated with the teacher (eg: oral, essay, web page design, pamphlet)

Assessment Type 3: Presentation – Tasks in this component can include:

� Lawyer arguments (students assume the role of a lawyer and argue their case before a “judge”)

� Mock trials


� A 4-day camp to Adelaide is planned for Semester 1 - approximate cost of the camp is $300

� Legal Studies is a language-rich subject, which means there is a lot of reading and writing

� Class activities include group discussions, research, mock trials, role plays, group work and film reviews

� There is a 1.5 hour exam at the end of each semester

� Students considering Stage 2 Legal Studies are encouraged to do at least a semester of Stage 1 Legal Studies

Prerequisites - Nil

Preferred prerequisites - Year 10 Great Australian Crimes and Trials would be an advantage

Literacy for Work and Community Life

Stage 1

General information: Literacy for Work and Community Life engages students in the study of written, oral, visual and

multimedia texts in everyday contexts. It is designed to help students interact successfully with others in learning, work and

the broader community and is designed for students who have identified literacy skills as an area of development.

Content

There are four areas of study:

� Literacy for Work � Literacy for Community Life

� Literacy for Daily Life � Literacy in Leisure

Literacy for Work may include topics such as: Preparing for the Workforce; School to work pathways; Workplace tasks;

Work expectations

Literacy for Community Life may include topics such as: Service Learning; Participating in Community and Cultural Events;

Voting and Other Civic Responsibilities; Local Community Services and Initiatives

Literacy for Daily Life may include topics such as: Using Public Transport; Running a household; Exploring Exercise Options;

Buying a Car

Literacy for Leisure may include topics such as: Sport in the Media; Planning a Trip; Joining a Club or Committee;

Entertainment

Assessments: No examinations are included in this subject. An average of 4-5 assessment tasks are completed each

semester and vary from posters, folios, multimedia presentations, reflections and orals.

Special Information: An excursion has previously been included in the subject, where planning and fundraising has been

undertaken by the students to reduce costs.

Prerequisites: Nil

Preferred prerequisites: Nil

Mathematical Applications

Stage 1

General information: In the study of Mathematics students participate in a wide variety of problem-solving activities. The

subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach

new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to

others the relationships observed and the problems solved. Stage 1 Mathematical Applications can be studied as a 10-

credit subject or a 20-credit subject, however, if students plan to pursue Maths Applications at Stage 2, then they must

complete a full year of Math at Stage One.

Content: At Samaritan College, the chosen topics articulate with the topics covered in Stage 2 Mathematical

Applications namely Applied Geometry, Optimisation, Matrices and Statistics and are as follows:

� Topic 1: Earning and Spending

� Topic 2: Measurement

� Topic 3: Data in Context

� Topic 4: Networks and Matrices

� Topic 5: Saving and Borrowing

� Topic 6: Simulating Random Processes

� Topic 7: Statistics

� Topic 8: Trigonometry

� Topic 12: Functions and Graphs

Assessments: There are two assessment types for Stage 1 Mathematics:

Assessment Type 1: Skills and Applications Tasks (Tests)

Assessment Type 2: Folio (Investigations)

Students complete four or five assessments each semester. Each assessment type should have a weighting of at least 20%. All assessments are school based and subject to moderation. Students undertake:

� At least two skills and applications tasks

� At least two investigations for the folio per semester

Special Information: Students will need to use electronic technology in this course. Graphics calculators (Texas

Instruments) are available for purchase through the College at the end of the academic year.

Preferred prerequisites: A minimum C grade for Year 10 Mathematics or a minimum A grade for Year 10 Mathematics

Pathways. Whilst investigations make up part of the assessment for this course, the major focus is on test and exam

performance and therefore students must have an effective study program and an industrious work ethic to cope with the

demands of skills and applications tasks.

Mathematics (Mathematical Studies, Methods and Specialist Mathematics)

Stage 1

General information: Maths gives students the abilities and skills required in the workplace and in everyday life. They

investigate, model, reason, visualise, and problem-solve with the goal of communicating to others the relationships

observed and the problems solved. Stage 1 Maths can be studied as a 10-credit subject or a 20-credit subject, however, if

students plan to pursue Stage 2 Maths they must complete a full year of Stage 1 Maths. Specialist Maths can only be

chosen in conjunction with Maths Studies.

Content:

Stage 1 Mathematical Methods and Mathematical Studies Stage 1 Specialist Mathematics

Topic 7: Statistics

Topic 8: Trigonometry

Topic 9: Models of Growth

Topic 10: Quadratic and Other Polynomials

Topic 11: Coordinate Geometry

Topic 12: Functions and Graphs

Topic 8: Trigonometry

Topic 9: Models of Growth

Topic 10: Quadratic and Other Polynomials

Topic 11: Coordinate Geometry

Topic 12: Functions and Graphs

Topic 13: Planar Geometry

Topic 14: Periodic Phenomena

Assessments:

The following assessment types enable students to demonstrate their learning in Stage 1 Mathematics:

� Assessment Type 1: Skills and Applications Tasks (Tests)

� Assessment Type 2: Folio (Investigations)

• Students complete four or five assessments each semester. All assessments are school based and subject to moderation, and each assessment type should have a weighting of at least 20%. Students undertake:

� at least two skills and applications tasks

� at least two investigations for the folio per semester

•

Special Information: Students will need to use electronic technology in this course. Graphics calculators (Texas


Preferred prerequisites: A minimum B grade for Year 10 Mathematics. Students who have undertaken Year 10

Mathematics Pathways should not attempt this course. Whilst investigations make up part of the assessment for this

course, the major focus is on test and exam performance and therefore students must have an effective study program and

an industrious work ethic to cope with the demands of skills and applications tasks.

Mathematics Pathways (Business or Industry)

Stage 1

General information: In Maths students participate in a wide variety of problem-solving activities. The subject gives

students the abilities and skills required in the workplace and in everyday life. They investigate, model, reason, visualise

and problem-solve with the goal of communicating to others the relationships observed and the problems solved. It can be

studied as a 10-credit subject or a 20-credit subject, however, if students plan to pursue Maths Pathways at Stage 2, then

they must complete a full year of Stage 1 Maths.

Content: Topics are developed around the interests and needs of the students. The focus engages students with

learning in contexts that are relevant to them. Topics can be a combination of school-developed topics and topics

chosen from those listed in the Stage 1 Mathematics Subject Outline. The structure, content and assessment may be

negotiated with the students, and there may be different focuses within any group. At Samaritan College, a selection

from the following topics is taught:

� Topic 1: Earning and Spending

� Topic 2: Measurement

� Topic 3: Data in Context

� Topic 4: Networks and Matrices

� Topic 5: Saving and Borrowing

� Topic 6: Simulating Random Processes

� Topic 7: Statistics

� Topic 8: Trigonometry

Assessments: There are two assessment types:



Students provide evidence of their learning through four or five assessments per semester. Each assessment type should

have a weighting of at least 20%. Students undertake:

� at least three skills and applications tasks

� at least one investigation for the folio per semester

All assessments are school based and subject to moderation.

Special Information: Students will need to use electronic technology in this course. Graphics and/or scientific calculators

(Texas Instruments) are available for purchase through the College at the end of the academic year.

Preferred prerequisites: Year 10 Mathematics or a minimum C grade for Year 10 Mathematics Pathways.

Music Experience

Stage 1

General information: A diverse range of music programs can be designed to meet a wide range of student interests,

backgrounds in Music and possible futures. This course typically provides pathways to Stage 2 subjects such as Ensemble

Performance, Music Individual Study, Music Technology and or Solo Performance. The subject can be undertaken for a full

year or semester.

Content: Students need to engage in some of the following activities:

� Composing, arranging, transcribing, improvising

� Performing

� Music technology

� Music in Context

� Developing Theory and Aural Skills

�

Assessments: Semester subject – 4 to 5 assessments

Full year subject – 7 to 10 assessments

Students must complete at least one assessment for type 1 and type 2 as well as complete type 3.

� Type 1: Skills Presentation (usually in the form of solo performance or ensemble performance)

� Type 2: Skills Development (usually in the form of Theory and Aural testing)

� Type 3: Folio (usually a research task, essay or arrangement)

Special Information: Students who undertake assessments in Solo Performance and Ensemble Performance need to be

enrolled with a private tutor and have access to an instrument of their choice. Students regularly take part in various

College based performances as part of their studies in the subject. The College can assist with providing practise facilities

for students who undertake ensemble based assessments but SACE recommends that ensemble practise is not part of

Music lessons and students must be prepared to commit to rehearse during their own time.

Preferred prerequisites:

� Students who undertake solo performance assessments need to be able to provide musical works equivalent to an

AMEB standard of Grade 4 minimum to meet the performance standards to the an A level of achievement

� Students who undertake Aural and Theory assessments will be assessed on skills approximately at Grade 3 AMEB

standard

� It is highly recommended that students who enrol for this subject complete a full year of Music in Year 10

� It is recommended that students undertake an interview with the music teacher to explore the different possibilities

before enrolling in the subject

Numeracy for Work and Community Life

Stage 1

General information: Numeracy for Work and Community Life enables students to build on their knowledge and

understanding of mathematical information and its relationship to everyday contexts. This subject is intended primarily

for those students who, through their personal learning plans, have identified numeracy skills as an area for

development. In their study of Numeracy for Work and Community Life, students discuss and share ideas as they

explore, select, and apply a range of mathematical concepts, processes, and strategies to everyday problems and

situations. Numeracy for Work and Community life is an exit subject at Stage One which means that students who

choose this subject will not have access to any Mathematics courses at Stage 2.

Content: Stage 1 Numeracy for Work and Community Life can be studied as a 10-credit subject or a 20-credit subject.

Teachers develop a program based on one or a combination of contexts for study. In each of the five contexts for study,

the starting point is a focus on the particular mathematics subject and numeracy skills and strategies that are relevant to

the needs of the students.

Contexts for Study

� Numeracy for Work

� Numeracy for Community Life

� Numeracy for Daily Life

� Numeracy for Leisure

� A Negotiated Study

Assessments: There are two assessment types:



Students provide evidence of their learning through four or five assessments per semester. Each assessment type should

have a weighting of at least 20%. Students undertake:

� at least three skills and applications tasks

� at least one investigation for the folio per semester

Special Information: Students will need to use electronic technology in this course. Scientific calculators (Texas


Preferred prerequisites: Year 10 Mathematics or Year 10 Mathematics Pathways

Outdoor Education

Stage 1

General information: Outdoor Education can be taken as a 10 or 20 credit course. It covers the human connection to

natural environments through outdoor activities. Students develop knowledge and skills and reflect on their personal, group,

and social development. Students also gain an understanding of environmental sustainability and cultural perspectives of a

chosen natural environment within Whyalla.

Content:

1. Environment and Conservation – examine the appreciation and value of natural history and culture on natural

environments.

2. Planning and Management- develop basic skills in implementing outdoor activities and lightweight journeys. Some

focus studies include planning an outdoor journey, including aspects of food, clothing shelter and land management.

3. Outdoor activities- develop the basic skills they need to participate safely and effectively in outdoor activities. Some

focus studies include first aid, leadership and group skills.

4. Outdoor Journey- an additional outdoor activity with a 3-day outdoor journey that is either human powered or uses

natural forces.

Assessments:

Assessment type 1- Practical Activity- students are involved in two different outdoor activities and at least one outdoor

journey. Assessment is looking at practical skills tests, safe and appropriate use of equipment and environmental

observations.

Assessment type 2- Folio - students collect evidence of their learning through undertaking one outdoor study. Assessment is

producing a blog demonstrating evidence of learning in relation to the application of knowledge, reflection and

communication.

Assessment types 3- Journal - students keep a journal for the outdoor journey, in which they reflect record and evaluate

their experiences during the outdoor journey.

Special Information: Students must undertake a 3 day human powered journey to reflect on their practical skills, planning

and management and environmental awareness. The camp is negotiated with the class taking into consideration their skills

and abilities, in 2011 it was a Kayaking trip on the Murray River and a Bike Riding camp to the Yorke Peninsular. There is no

theory exam for this subject.

Prerequisites: No prerequisites.

Preferred prerequisites: Students need to be prepared to be involved in regular practical activities.

Physical Education

Stage 1

General information: In Physical Education students gain an understanding of human functioning and physical activity, and

an awareness of the community structures and practices that influence participation in physical activity. Students explore

their own physical capacities and analyse performance, health, and lifestyle issues. They will also undertake a Sports

Coaching unit where they will plan, implement and deliver content to younger students and learn about different methods

of training and the affects of this on the physiology of the body. Students will develop skills in communication, investigation,

and the ability to apply knowledge to practical situations.

Content: In each practical, students participate in regular physical activity and practice and refine their physical skills and

essential techniques. For some students, involvement in practicals might happen outside scheduled class time. Students

should have opportunities to set and achieve personal goals and improve their personal performance, relating to the key

competencies. Students are required to demonstrate a sense of fair play; respect the rights of other people; and show

concern for safety and the care of equipment. Topics include Anatomy, Physiology, fitness, training principles and methods,

body systems, human physical performance, sports injuries and participation in physical activity.

Assessments: 60% of grade is from Practical Activities and 40% is derived from Folio Assessments which relate to the two

areas of study ‘The Nature of Physical Activity’ and ‘Issues Analysis’. Folio assessments include laboratory explorations and

reports, in-class assignments, research assignments, survey work, case studies, oral presentations, audiovisual

presentations, essays, tests and examinations.

Special Information: There is a 1.5 hour exam at the end of each semester.

Prerequisites: All other subjects at Year 11 can be attempted without having done a mandatory Year 10 subject. We may

not recommend it but it can be attempted.

Preferred prerequisites: Yr 10 PE is helpful towards building knowledge for Yr 11 PE, but not mandatory.

Physics

Stage 1

General information: The study of physics offers opportunities for students to understand and appreciate the natural

world. Physics requires the interpretation of physical phenomena through a study of motion in two dimensions, electricity

and magnetism, light and matter, and atoms and nuclei. Students apply knowledge to solve problems, develop experiments,

investigate information, and communication skills through practicals and other activities. Students gather evidence from

experiments and research and acquire new knowledge through their own investigations.

Content: Stage 1 Physics comprises the following areas of study, with possible topics and applications:

• Movement Motion in One Dimension; Physics of Transport

• Waves - Sound and Light; CD, DVD, and Blu-ray Technology

• Astronomy – Astrophysics; Establishing a Colony on Mars

• Electricity and Magnetism - DC Circuits and Motors; Wind Farms and Solar Cells

• Nuclear Physics and Radioactivity - Atomic and Nuclear Structure; Fusion v. Fission

• Forces - Forces and Newton’s Laws of Motion; Designing Safer Cars

• Energy - Energy and Work; Geosequestration or Nuclear Energy?

Assessments:

� Investigations Folio – 40% (Task one: Practical Investigation; Task two: Issue Investigation)

� Skills and applications Tasks – 60% (Tests and exam)

Preferred prerequisites: Studying Stage 1 Physics can be easier if the student is doing Mathematical Studies - most topics

need a good mathematical background. Many students, however, can do very well in Physics relying only on their previous

knowledge of Year 9 and 10 maths and science. Whilst there is a practical component to this subject, students need to be

prepared to write essays and sit exams. Students intending to study Physics at Stage 2 need to do a whole year of Stage 1

Physics. Physics is also a prerequisite for some university Engineering courses.

Psychology

Stage 1

General information: Psychology sits at the crossroads between the life sciences and the humanities. The subject aims to

describe and explain both the universality of human experience, and individual and cultural diversity. It does this through

the systematic study of behaviour, the processes that underlie it, and the factors that influence it. Through such study,

students can come to better understand themselves and their social worlds. Psychology also addresses the ways in which

behaviour can be changed. The ethics of research and intervention are therefore an integral aspect of psychology. The study

of psychology builds on the scientific method by involving students in the collection and analysis of qualitative and

quantitative data. By emphasising evidence-based procedures (that is, observation, experimentation, and experience), this

subject allows students to develop useful skills in analytical and critical thinking, and in making inferences.

Content: The compulsory topic of Introduction to Psychology is studied first, followed by two of the following topics in a

semester period - Social Behaviour, Intelligence, Cognition, Brain and Behaviour, Human Psychological Development or

Emotion.

Assessments:

� 1000 word Investigation

� 5 minute oral Issues Investigation

� 60 minute Test

� 1000 word Application Task

� 2 hour Examination

Special Information: Whilst this is a science based subject, please note the written requirements of the subject.

Prerequisites: Nil

Preferred prerequisites: No previous experience in Psychology is expected, however, it would be beneficial to have studied

and passed Science at Year 10.

Religion Studies (Liturgical)

Stage 1

General information: This is an alternate form of Religion Studies which focuses on the liturgical celebrations of the College.

Students in this class will prepare elements of whole school and campus celebrations. All of the assessment tasks will focus

on these celebrations.

Content:

Youth and Church - students will investigate the issue of declining youth attendance at various Christian churches and will

use this information to plan, prepare and participate in a Youth Mass at Pentecost.

Religious Rituals – students will study the rules and spirituality behind Catholic liturgical events and will contribute to the

college liturgical celebrations.

Assessments:

� Report on the Youth Mass – 25%

� Reflection on the Opening College Mass- 20%

� Analysis of the Easter Liturgy- 20%

� Practical participation and justification – 35%


Whilst students in this class do not follow the same Community Outreach program as the other Year 11s, the preparation

for the Youth Mass (and indeed all other liturgies) will involve some out-of-class time and because of the positive impact

this has in the community this replaces the Community Outreach program. Students will still need to attend the Year 11

retreat.

Prerequisites:

� Whilst RE is compulsory this particular form of RE needs to be undertaken voluntarily

� Students need to request to be a part of this class and must be willing to undertake roles in the liturgical celebrations of

the college

Religion Studies

Stage 1

General information: In Religion Studies students will focus on an aspect or aspects of Christianity, considering the

structures, practices and ethics of the various variants of this religion. Within this subject students will also consider

personal spirituality and the way in which religious practices and ethics can influence a person’s decision making. To better

facilitate this students will need to participate in a residential retreat and a Community Outreach program.

Content: There are two topics studied within this subject. One will come from the Religious and Spiritual Traditions area

and one a Social Justice or Ethical Issue. The possibilities are vast and do, to a point, depend on the teacher and may

change from year to year. Some feasible combinations are listed below:

Religious and Spiritual Tradition Issue Study

• meditation and prayer religious endeavours for human dignity

• images and understanding of God the relationship between the developed and the developing world

• rituals and festivals global and local environmental challenges

• youth and religion ethics

Assessments:

� Two tasks to be designed by the relevant teacher - 35%

� Report on the group component of the Community Outreach program – 25%

� Retreat Reflection and a reflection on individual participation in the Community Outreach program – 40%

Special Information: Students will need to attend the 2 night retreat and will need to complete 20 hours of Community

Outreach (10 individual hours and 10 hours associated with a group project).

Scientific Studies

Stage 1

General information: Students develop knowledge of scientific principles and concepts through their own investigations.

They develop the skills and abilities to explain scientific phenomena, and to draw evidence-based conclusions from

investigations of science-related issues. This subject is ideal for students who have an interest in science and science

related issues who are not considering Biology, Chemistry or Physics.

Content: The content covered in this course is flexible and can be designed to suit the range of interests and abilities of the

students enrolled. Each semester a different unifying theme will be selected for the course and students will undertake

study of 1 or 2 topics related to this theme. An example of a theme and potential topics is shown below:

Example Theme: The implications of human intervention through science

Potential Topics: Recycling

Genetic modification of plants and/or animals

Nuclear power

The Human Genome Project

Alternative energy

Assessments:

In each semester long course students will undertake four or five assessments, at least one of which involves collaborative

work. Tasks will be of one of the following assessment types: Investigations Folio and Skills and Applications Tasks. Each

assessment type will have a weighting of at least 20%.

Investigations folio - At least 1 practical investigation and at least 1 issues investigation. Practical investigations may be

conducted individually or collaboratively, but each student presents an individual report on the investigation. During the

issues investigation, students design and conduct an investigation based on a scientific issue, access information from

different sources, analyse their findings and develop and explain their conclusions.

Skills and Applications Tasks - Each semester students will undertake at least one skills and applications task (there may be

more). At least one task will be held under supervision of the teacher. Skills and applications tasks may include orals,

debates and written tasks.

Special Information: In this course no final exam is set, but students need to be prepared to write report up to 750 words

words several times in the year

Prerequisites: Nil

Preferred prerequisites: An interest in science and contemporary scientific issues

Society and Culture

Stage 1

General information: In Society and Culture students explore and analyse the interactions of people, societies, cultures

and environments. They learn how social, political, historical, environmental, economic and cultural factors affect

different societies; and how people function and communicate in and across cultural groups.

Content:

For a 10-credit subject, it is recommended that students study two topics:

� one topic with a focus on an Australian context

� one topic with a focus on a global context

As a class we will decide the topics to be studied. Examples include:

� A current social or cultural issue (eg: whether the driving age should be increased)

� Youth culture

� Human rights

� Environmental issues

� Contemporary Aboriginal and Torres Strait Islander societies

� Australia’s relationships with the Asia–Pacific region

� Refugee and migrant experiences and contributions

� The role of technology in society (eg: social networking)

� Sport and Leisure

Assessments: There are four SACE assignments in this subject:

Assessment Type 1: Sources Analysis – 800 words or 5 minutes oral

Interpret media items, cartoons, graphs, maps and statistical data to answer a series of short-answer questions.

Assessment Type 2: Group Activity – 750 words or 5 minutes oral

Students plan and conduct a group task (either a research task or a hands-on activity) and reflect on their learning.

Assessment Type 3: Investigation – 1,000 words or 6 minutes oral

Investigate a current social or cultural issue of your choice (eg: whether whaling should be banned; whether Australia

should utilise nuclear power; the extent of media influence in Australia)

Prerequisites: None

Preferred prerequisites: Enjoyed SOSE

Tourism

Stage 1

General information: Students identify popular tourist destinations and examine what makes a destination popular. They

explore what it means to be a “tourist”, the different types of tourists and the expectations and needs of those who travel.

Students examine advertising campaigns to understand how holiday packages are designed and holiday destinations

advertised. Students also learn how to plan and prepare for overseas travel, and undertake tasks designed to foster team-

work and develop their research and communication skills

Content: Three topics are covered each semester. As a class we will decide on the topics, which include:

� Exploring Tourism in the Local Area (SA, Eyre Peninsula and Whyalla)

� Examining Local Impacts of Tourism (how tourism affects the local community, environment and economy)

� Preparing for International Travel (planning an overseas holiday)

� Examining Tourism and Technological Change (how technology has changed tourism)

� Appreciating Tourism in Australia (popular destinations, the pros and cons of tourism)

� Investigating Tourism Markets (how holiday packages are prepared and advertised)

� Understanding Tourism and Natural Environments (ecotourism and sustainable tourism)

Assessments

� There are 4 – 5 SACE assignments per semester.

� There are 4 assessment components:

Assessment Type 1: Case Study

An in-depth study of a particular location (eg: Uluru), event (eg: The Clipsal 500) or tourism activity (eg: fishing)

Assessment Type 2: Sources Analysis

Interpret media items, cartoons, graphs, maps and statistical data to answer a series of short-answer questions.

Assessment Type 3: Practical Activity

Undertake hands-on or off-site activities such as conducting a guided tour; reporting on an excursion; planning an overseas

holiday; organising a local festival (eg: the Whyalla “Big Day Out”)

Assessment Type 4: Investigation

Investigate a current tourism trend (eg: people “holidaying” overseas for cheap cosmetic surgery), development (eg: the

Yorke Peninsula ferry service) or issue (eg: whether tourism in Antarctica should be banned).

Prerequisites: Nil

Preferred prerequisites: At least a C grade in Year 10 SOSE

Workplace Practices

Stage 1

General information: In Workplace Practices students develop knowledge, skills, and understanding of the nature, type and

structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and

sustainable workplace practices, and local, national, and global issues in an industry and workplace context. Students can

undertake learning in the workplace and develop and reflect on their capabilities, interests, and aspirations. The subject

may include the undertaking of vocational education and training (VET) as provided under the Australian Qualifications

Framework (AQF).

Content: Stage 1 Workplace Practices comprises three focus areas of study:

� Industry and Work Knowledge

� Vocational Learning

� Vocational Education and Training (VET)

At Stage 1 students must include the following areas of study:

� Industry and Work Knowledge (at least two topics from the list below), and

� Vocational Learning and/or Vocational Education and Training (VET)

Topics

� Topic 1: Future Trends in the World of Work

� Topic 2: The Value of Unpaid Work to Society

� Topic 3: Workers’ Rights and Responsibilities

� Topic 4: Career Planning

� Topic 5: Negotiated Topics

Assessments: Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the

following three assessments types:

� Folio – e.g. an investigation, a practical or skills demonstration, oral presentation, a report

� Performance- collection of evidence of learning for 25-30 hours

� Reflection- can be presented in written, oral, or multimodal form

Special Information: It is not guaranteed that you will do VET units in this subject.

Prerequisites: Nil

Preferred prerequisites: Working part-time, volunteering (coaching etc)

FAQs and Special Advice:

You do need to ‘look ahead’ in order to choose wisely at Stage 1. You may need to look at the ‘highest’ level course

you are interested in doing after school and work back from there. For example, if you are slightly interested in

Engineering then you will need to pick the right subjects at Year 11 – trying to do Maths Studies in Year 12 after not

doing it in Year 11 is nearly impossible. In addition, some subjects can only be studied at Year 12 if studied in Year 11

(for example, Physics and Chemistry). It is preferable and desirable that students choose subjects at Year 12 that they

did at Year 11. This isn’t compulsory, and in many cases students can do very well at a new subject in Year 12, but it

can be helpful to think of Year 11 and 12 being one continuous grade spread over 2 years.

An ATAR (Australian Tertiary Admission Rank) is the ‘score’ used to determine university offers. It is determined by

SATAC (South Australian Tertiary Admissions Centre).

A TAS (Tertiary Admission Subject) is a Stage 2 subject that ‘counts’ towards an ATAR. Most subjects at Stage 2 are TAS.

Exceptions include:

� Community Studies

� VET

� Research Project A

� Modified subjects

These subjects do not contribute to a student’s ATAR. They will, however, count towards their SACE.

Is getting an ATAR and completing the SACE the same thing?

No - getting an ATAR is slightly more complex than completing SACE and is only for those students wishing to enrol in

university straight after Year 12. But without your SACE, you cannot get an ATAR.

Is TAFE entry the same as Uni entry?

No, but it is similar. Depending on the level of TAFE course i.e. Cert III requires more rigour than Cert I or II, students

still to need to meet the MER (Minimum Entry Requirement) and TAS subjects still need to be attempted. The higher

your score, the more likely you are to get your place at TAFE. To apply for most TAFE courses, you still must apply

through SATAC. There are, however, other training organisations that offer the equivalent of a TAFE course.

Pages 28 – 29 of the SACE magazine (Achieve) outline the specific uni and TAFE entry requirements

Assumed Knowledge and Prerequisites at University

Some uni courses require you to study certain subjects at Year 12. These are outlined on pages 16 – 41 of the SATAC

guide. Normally it is only Engineering/Science courses that require a combination of either Physics, Chemistry, Maths

Methods, Maths Studies and Specialist Maths. If a subject is a university prerequisite it means you can’t even apply

unless you have studied that subject at Year 12. Also bear in mind that some Music and Art courses at uni need special

entry applications. ‘Assumed knowledge’ it means you do not have to have studied it at Year 12 but the Uni will

assume you have or that you have a very good understanding of it. Different unis have different requirements. The

SATAC book only includes information about Uni of Adelaide, UniSA, Flinders and Charles Darwin Uni.

Can you do any combination of subjects?

To complete your SACE, basically you can do any combination of subjects. To get an ATAR, however, you do need to

check the SATAC booklet (pp. 16 - 41) to see if they allow too much of the same type of subject to be done. For

example, you cannot study two English subjects at year 12 or two lots of Tech Studies. You can do 4 lots of 10 credits

Music or 40 credits of Mathematics.

All subjects needed for an ATAR need to be studied for the whole year at Stage 2

All Samaritan subjects are 20 credits, except for Music subjects, which are taken as 10 credit subjects (half year) and

joined with other 10 credit Music subjects. For a 10 credit Music subject to count toward an ATAR, it must be paired

with another 10 credit Music subject.

Bonus points

These are offered by individual universities and play no part in calculating a student’s raw score at the end of Year 12. It

is added to the students’ raw/aggregate score, not their ATAR. Their ATAR is then recalculated from the ‘new’ aggregate

score. This is only done if a student has applied to a course at the uni where the bonus points apply. Bonus points do

not contribute to SACE completion.

VET studies

Only VET studies at a high level i.e. Cert III and above, can be counted toward a student’s ATAR. It is not expected that

a student studying at a Cert III level or higher and completing a range of full year subjects at school at the same time

would be applying to attend university in 2014 in the usual manner. There are alternatives for students to move from

TAFE to Uni.

Research Project (RP)

This is compulsory and a C grade or better must be achieved for a student to get their SACE. Students also have the

option of count their RP toward their ATAR but this requires further work from the student over and above the usual

work for an RP.

Stage 1 Subject Selection 2012web.samaritan.catholic.edu.au/content/curriculum/stage 1...

Documents

Transcript of Stage 1 Subject Selection 2012web.samaritan.catholic.edu.au/content/curriculum/stage 1...